Academic literature on the topic 'Inclusive education - Free State - Lejweleputswa'
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Journal articles on the topic "Inclusive education - Free State - Lejweleputswa"
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Zholudo, A. N., D. N. Os´kin, O. V. Polyakova, and E. G. Vershinin. "DEVELOPMENT TENDENCIES OF THE INCLUSIVE EDUCATION SYSTEM AT HIGHER MEDICAL SCHOOL: ADAPTATION, MAINTENANCE, PROFESSIONAL READINESS." Bioethics 26, no. 2 (November 2, 2020): 32–38. http://dx.doi.org/10.19163/2070-1586-2020-2(26)-32-38.
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This article considers the issues of adaptation and organization of the educational process, barrier-free environment and readiness for professional activity of students with disabilities in inclusive education in conditions of inclusive education in a medical university. The relevance of this work is determined by one of the priority areas of state policy in the field of higher education – access to higher education for people with disabilities in inclusive education. Inclusive education at the university is designed to ensure not only the realization of the right of students with disabilities in inclusive education to higher education, but also to solve the problems of socialization and professional demand for such people. In order to improve the process of introducing inclusive education at the Ryazan State Medical University named after Academician I.P. Pavlov, a study was conducted, the main problems and ways of solving them were identified, related to the organization of the educational process, the conditions of the barrier-free environment and the readiness for professional activity of students with disabilities in inclusive education. An increase in the proportion of university teachers who have undergone advanced training in inclusive education also contributes to solving problems. Adaptation of educational programs and educational and methodological support for persons with disabilities includes psychological, pedagogical and tutor support etc. The organization of the educational process using distance education technologies is one of the priority conditions for teaching students with disabilities and/or HIA. The use of this technology makes it possible to significant-ly expand and modify some educational standards for students with disabilities in inclusive education, namely, to create an individual way for each student with disabilities in inclusive education in a medical university. It is proposed to use training techniques such as: online consultation of teachers; VR technologies; availability of training materials 24/7; online webinars that facilitate the inclusion of such students in the educational and research activities of the university. The professionally organized educational space and educational process of the university provide not only a high level of mastery of professional competencies, but also contribute to the formation of personal qualities of students with disabilities in inclusive education, necessary for their successful socialization, life and activity in society.
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Kamran Ahmadova, Mehpara. "Theoretical review of the emergence history and development of education for children with disabilities." SCIENTIFIC WORK 58, no. 9 (October 10, 2020): 67–71. http://dx.doi.org/10.36719/2663-4619/58/67-71.
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The article discusses the history and development of education for children with disabilities. Ways to involve people with disabilities in inclusive education are explored, their integration into society, programs adopted by the state in this area and the identification of future steps to create a barrier-free environment for them are announced. It is stated that every child should take advantage of the opportunity for inclusive education and become an active member of society without being separated from the society that surrounds them, and no child should be excluded from education and society due to disability. In conclusion, it is argued that there are many problems faced by people with disabilities that pose serious challenges to the development of an inclusive society and to the development of an educated population in general. One of the main problems in our country is the lack of an inclusive education system. It is noted that one of the main factors that can lead to significant improvements in the lives of children with disabilities is the creation of accessible infrastructure. Thus, in the absence of accessible infrastructure, education-related programs cannot have any serious effect. Key words: Inclusive education, children with disabilities, special schools, education, secondary schools
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NAKHOD, Svitlana. "SWOT ANALYSIS OF INCLUSIVE EDUCATION ENVIRONMENT AS A STANDARD FORPREPARING STUDENTS OF SOCIO-PEDAGOGICAL PROFILE." Cherkasy University Bulletin: Pedagogical Sciences, no. 2 (2020): 171–77. http://dx.doi.org/10.31651/2524-2660-2020-2-171-177.
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The article is devoted to clarifying the pe-culiarities of forming an inclusive educational environment in the Ukrainian education system and highlighting the strategies for its effective development by conducting a SWOT analysis. Theoretical methods of studying the study and analysis of philosophical, pedagogical and psychological literature were used to identify the state of the problem of formation of inclusive educational environ-ment in science, as well as its importance in the prepara-tion of students of social and pedagogical profile; synthe-sis, induction, deduction, generalization and systematiza-tion of existing scientific research results in order to de-termine the state of development of the problem and per-spective directions of its solution. Theoretical methods of studying the study and analy-sis of philosophical, pedagogical and psychological litera-ture were used to identify the state of the problem of formation of inclusive educational environment in science, as well as its importance in the preparation of students of social and pedagogical profile; synthesis, induction, de-duction, generalization and systematization of existing scientific research results in order to determine the state of development of the problem and perspective directions of its solution.It is established that SWOT analysis is a universal strategic planning technique aimed at finding the new opportunities and identifying the potential risks to effectively define the research object. Strengths of in-clusive educational environment are identified, such as implementation of democratic foundations of public order, existence of barrier-free physical and psychological envi-ronment, elimination of discriminatory manifestations and social stereotypes, emergence of new vectors of teachers’ professional development, cohesion of parental communi-ty, etc. Among the weaknesses are the substantive, func-tional and organizational aspects that determine the activities of socio-pedagogical profile. Possibilities of inclu-sive educational environment are discovered, which in-clude the preparation of social community for acceptance of people with special educational needs, emergence of experimental education institutions, mass media involve-ment in the work on formation of positive image of inclu-sive education, etc. The threats and obstacles to the for-mation of an effective inclusive educational environment are characterized, such as the lack of an adapted domes-tic model of the organization of inclusive education, the lack of a legal framework regulating all Based on the SWOT analysis, strategies for the effec-tive development of an inclusive educational environment were identified, for instance 1) a strategy of using strengths aimed at finding internal reserves, 2) a strategy of using strengths to overcome threats, 3) a strategy of using opportunities to overcome weaknesses, 4) a strate-gy for weakness elimination and threat prevention.It is emphasized that each of the identified strategies is im-plemented through the interaction between specialists of socio-pedagogical profile who are the subjects of inclusive education practice, whose level of professional training will significantly influence the problems of forming an effective inclusive education environment.
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Abdulraheem-Mustapha, Mariam Adepeju. "4IR and Right to Education in Nigeria: Synergybetween Legal Instruments and Stem Education." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 11, 2021): 2286–95. http://dx.doi.org/10.17762/turcomat.v12i3.1198.
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Laws and policies have important roles to play in advancing the Fourth Industrial Revolution (4IR) through Science, Technology, Engineering and Mathematics (STEM) research in Nigeria. STEM education and knowledge brings about development by converging scholars across the world with recent research discoveries. In order for Nigeria to reap the maximum benefits from the 4IR, its legal system must come in line with the principles advanced by the 4IR. It is important to state that the laws which have been enacted before the contemporary era are inadequate and obsolete.
Education (STEM education inclusive) which will benefit the most from thenewrevolution would demand new legal instrumentsthat are adequate and effective to cater for the legal and policy demands of the 4IR by bringing forth a more current and inclusive legal protection for all the relevant beneficiaries. Using doctrinal methodology, thispaperexamines4IR and right to education in Nigeria with a view to establishing the relationship between the legal instruments and STEM education with the objective of advancing the agenda of the relevance of all fields of education for the next generation.The paper is divided into six sections and the findings show that, education (STEM education inclusive) is bedeviled with many challenges andthe extant laws are inadequate to solve them.Thus, making the goal of 4IR unachievable in Nigeria. To reach the greatest dexterities in all works of life, the paper concludes by bringing the significance of laws and policies that wouldaccommodate free STEM education in secondary and tertiary school levels in order to answer the call for 4IR. It recommends research collaboration across STEM fields for integrated curriculum and an amendment of the Constitution. It also advocates for gender equality and investing more in STEM education for having a transformative shift in Nigeria for the purpose of achieving 4IR.
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KONOVALOV, Aleksey Yurevich. "ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS OF MOTOR ACTIVITY OF PEOPLE WITH DISABILITIES RECEIVING VOCATIONAL EDUCATION IN CONDITIONS OF INCLUSIVE EDUCATION." Tambov University Review. Series: Humanities, no. 176 (2018): 132–38. http://dx.doi.org/10.20310/1810-0201-2018-23-176-132-138.
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One of the priority directions of the state policy regarding people with disabilities is their professional adaptation and social integration into society. The use of adaptive physical education in most cases remains the only effective method of their physical rehabilitation and self-realization. However, nowadays the process of adaptive physical education needs to be improved, and the goal is to establish organizational and pedagogical conditions that increase and reduce motor activity among people with disabilities that are educated in the system of a regional inclusive secondary vocational education. As a result, the parameters have been established that affect the motor activity of people with disabilities: the category of violations found, smoking, age, mobility before entering the technical school, place of residence, sex, nutrition, workload, availability or absence of free time, availability or lack of conditions for practicing the desired physical culture and sports.
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Нагорна О. В. "ЗАСТОСУВАННЯ ТЕХНОЛОГІЙ ІНКЛЮЗИВНОЇ ОСВІТИ ЯК ЗАСІБ СТВОРЕННЯ БЕЗБАР’ЄРНОГО НАВЧАННЯ ДІТЕЙ З ОСОБЛИВИМИ ОСВІТНІМИ ПОТРЕБАМИ." International Academy Journal Web of Scholar, no. 1(43) (January 31, 2020): 3–6. http://dx.doi.org/10.31435/rsglobal_wos/31012020/6879.
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Today, one of the priorities of the Ukrainian state policy in the field of education is the creation of a universal barrier-free environment, barrier- free education, which makes it impossible to ensure the full inclusion of children with special educational needs in the educational process. The current situation in the modern education system is characterized by processes of modernization in all its structural components in particular it concerns educational standards, educational programs, principles of interaction of participants of the educational process, principles of organization of the educational environment, etc. The basis of inclusive education is to take into account the individual characteristics of children, the diversity of their educational needs, opportunities, and interests. Therefore, there is a need to change working methods, forms and technologies.
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Cacioppo, R., E. Ragaglia, and E. Senna. "Sex Education in Italy between Science and Ideology." Klinička psihologija 9, no. 1 (June 13, 2016): 36. http://dx.doi.org/10.21465/2016-kp-op-0019.
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Objective: The purpose of this paper is to present a reflection on sex education in schools of different stages and years in Italy, with specific attention to inclusive processes and practices in sexuality. In particular, we want to examine case histories of schoolchildren dealing with the inclusion of any individuals or minority groups (eg. LGBTI people or people with disabilities). Furthermore, we will try to reflect on attitudes and critical issues of the professional community of psychologists on the above matters, taking into account specific training needs and cultural frameworks. Design and Method: Qualitative research through case histories. Results: The analysis of the current state of sex education for younger age groups in Italy identifies how the matter has been at the center of a heated debate between secular assumptions and religious and moral positions for a long time, with strong connotations in terms of political and cultural roles and expectations linked to gender and sexual orientation. Upon request of the EU, Italy as well has committed to implement inclusive education policies, at least formally. However, in recent years government proposals to deconstruct gender stereotypes, to integrate sexual minorities, and to fight homophobic bullying and gender violence were hampered. Conclusions: The Italian case suggests a complex situation, in which the free and fluid self-expression of students in a respectful and non-discriminatory environment as preventive factor of homo/transphobic bullying and gender-based violence is still a goal to be achieved.
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Nwaokoro, Amaechi N. "Survey of Free Market Principles for Encouraging Market: Participation of African American and the Economically Challenged." International Journal of Economics and Finance 9, no. 1 (December 15, 2016): 130. http://dx.doi.org/10.5539/ijef.v9n1p130.
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This study targets to challenge African American and other economically challenged to embrace free market principles to enhance their participation in the economy of Albany/Dougherty County, Georgia. With a market-based questionnaire, this study assess the understanding of these principles from among the students of Albany State University, the major educational institution in the county. Among other compelling actions, the responses provided on the survey highlight the need for effective education, increasing interest in taking market risks, elevation of access to capital, and fairer and inclusive society.<br /><p align="center"> </p><p> </p><p align="center"> </p>
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Reupert, Andrea, Joanne M. Deppeler, and Umesh Sharma. "Enablers for Inclusion: The Perspectives of Parents of Children With Autism Spectrum Disorder." Australasian Journal of Special Education 39, no. 1 (December 18, 2014): 85–96. http://dx.doi.org/10.1017/jse.2014.17.
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Although home–school collaborations are important for inclusive education, most studies have identified the problems experienced by parents whose children have additional special needs. The aim of this study was to present the views of Australian parents, with children diagnosed with autism spectrum disorder, regarding what they considered to be the enablers for inclusion, within the context of their experiences of a program of support in inclusive schools (a Victorian State Government initiative called the Inclusion Support Program). Four focus group interviews were conducted, within a phenomenological, qualitative paradigm, with 14 mothers, in rural and urban primary and secondary public schools. Parents identified various innovations including the provision of a safe space, structured school and free time, flexibility around timetable, curriculum and staffing and the provision of socially attractive activities. Another theme was the potential for schools to be a ‘catalyst point’ to bring together parents, teachers and community agencies. The importance of eliciting parental expertise is highlighted here.
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Kelty, Noel E., and Tomoko Wakabayashi. "Family Engagement in Schools: Parent, Educator, and Community Perspectives." SAGE Open 10, no. 4 (October 2020): 215824402097302. http://dx.doi.org/10.1177/2158244020973024.
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How engaged families are in their children’s lives, whether at home or in school, predicts their success in school and in life. The purpose of this study was to explore parent, educator, and community member perspectives of family engagement, preschool through grade 12, to inform state-level policy from an ecological framework. Ten semi-structured focus groups were conducted throughout one midwestern state, including five urban groups, four rural groups, and one suburban group. All focus groups were held in high-poverty areas serving high-need communities. All school communities received Title I funds and the average free and reduced lunch rate across participating districts was 75%. Several themes emerged through focus groups, including the importance of relationships, inclusive opportunities, communication, parent education, and family activities. Potential outcomes are included for policy and program development, as well as implications to further expand on issues relative to special education, fatherhood, and English language learners.
Dissertations / Theses on the topic "Inclusive education - Free State - Lejweleputswa"
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Lebona, Teboho Godfrey. "The implementation of inclusive education in primary schools in the Lejweleputswa education district / by Teboho Godfrey Lebona." Thesis, Welkom: Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/226.
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Thesis (M. Ed. ) - Central University of Technology, Free State, 2013The drafting and promulgation of education policies bring hope and an expectation to those whose interests, concerns and problems, are addressed by them. On the other hand, such policies bring confusion, uncertainty and stress to teachers who are expected to implement and put into practice prescripts of those policies. Response to the Education White Paper 6: Special Needs Education – Building an Inclusive Education and Training System (2001) and subsequent policies on inclusive education which followed, brought uncertainty to teachers and also led to some developing a negative attitude towards inclusive education. This study focused on the implementation of inclusive education in primary schools in the Lejweleputswa District of the Free State province. A literature review provided insight into the concept of inclusive education and moreover shed light on policy developments regarding learner diversity through the curriculum. An empirical investigation using a qualitative approach was conducted and data was gathered by means of focus group interviews with school-based support teams as well as a questionnaire completed by principals. Furthermore, the findings of the empirical investigation concurred, to a large degree, with the findings of the literature study. In general, it was brought to light that inclusive education is not implemented correctly in primary schools in the Lejweleputswa District. Based on certain findings, recommendations are made regarding the successful implementation of inclusive education in primary schools.
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Mphunngoa, Molatoli Ezekiel. "Perception of some secondary school educators towards inclusive education in Maokeng." Thesis, Bloemfontein : Central University of Technology, Free State, 2008. http://hdl.handle.net/11462/115.
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Thesis (M. Ed.) - Central University of Technology, Free State, 2008The purpose of this study is to investigate the perceptions of secondary school educators towards inclusive education in Maokeng.”Inclusive education defined as schools, centres of learning and educational systems that ensure that all children learn and participate” (Van Rooyen & De Beer, 2006). Two secondary schools were chosen for this study, with eight respondents who are mainstream educators. There were four male educators and four female educators in the sample. The qualitative methodology, in particular Textual Orientation Discourse Analysis (TODA), was used as the tool to obtain information from the respondents. The respondents, as educators at secondary schools, were selected according to their level of education, experience at work, their age and the way that they perceive inclusive education in secondary schools. The main finding shows that there are educators who favour inclusive education and there are those who are not in favour of inclusive education. Some contributing factors for not being in favour were reported as, lack of information regarding inclusive education, the time factor, lack of resources, inadequate knowledge and skills of educators, need for training, lack of teacher support, efficiency of the support teacher, disruptive and unchallenged learners and their impact on schools. Given the above findings and conclusion, the study recommends that educators should be sufficiently supported by well informed para-professionals, in order to make inclusive education a success. Resources should be well distributed to various institutions where inclusive education is going to be instituted. Government experts should work in collaboration with experts from the university with regard to the attainment of skills, in order to improve the work of educators at schools, particularly those who work with disabled learners. At school level, specialized educators and those who are able to identify learners with problems should be hired. The number of educators needs to increase, in order to reduce large numbers of learners in each class, which will enable educators to reach each learner.
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Mpolokeng, Tlale Essau. "The effectiveness of financial management in schools in the Lejweleputswa education district." Thesis, Welkom : Central University of Technology, Free State, 2011. http://hdl.handle.net/11462/139.
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Thesis (M. Ed.) - Central University of Technology, Free State, 2011Financial management is fundamental to the improvement of the efficient and effective use of finances in schools. If principals and SGB chairpersons are well trained on their roles and responsibilities regarding financial management, they will be able to effectively deal with financial matters of schools. Financial management is an integral part of efficient and effective financial management in schools. This study provides a literature discussion on funding provided to schools by the government, as well as the essences of financial management in the school setting. The study also sought to scrutinize the impact of related Acts and policies on financial management in schools. The fieldwork sought to determine the extent of possible problems that schools experience regarding financial management and aimed at providing possible solutions for efficient and effective financial management in schools. Principals and SGBs chairpersons made up the sample of this study. Questionnaires were used to determine the views and opinions of these participants regarding the efficiency and effectiveness of financial management in their schools. The data gathered through the open-ended questionnaires were analysed and reported on qualitatively. The key findings were that principals and the SGBs chairpersons wish to play an important role in financial management in schools, but lack financial management skills to do so. The lack of financial management skills was more evident on the side of the SGB chairpersons. The result of this lack of financial management skills has the effect that other types of financial problems arise at schools.
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Dyantyi, Vuyo Cedric. "The need for support : analysing discourses of students without barriers on inclusive higher education." Thesis, Bloemfontein : Central University of Technology, Free State, 2009. http://hdl.handle.net/11462/41.
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Thesis (D. Tech.) - Central University of Technology, Free State, 2009This research analyses the discourses of students without barriers on inclusive higher education. It is assumed that the discursive practices of students without barriers will affect their perception negatively on inclusive education. This leads to the students without barriers’ attitude. As a result the students without barriers believed that upbringing played a role in their discourses. Parental and societal stereotypes blinded them to discourses. Analysing the discourses of students without barriers indicates the need for support in order to go beyond their stereotypes. To confirm these findings, I used qualitative study to conduct my research. The literature is reviewed in Chapter Two to find out what various researchers in previous studies say with regard to the discourses of students without barriers. Six respondents were selected from two different universities, namely the Central University of Technology and the University of the Free State. This was done with the purpose of analysing the discourse of students without barriers to determine if they understood what it means to be supported. The Free Attitude Interview was used as the technique for gathering information from the respondents. The purpose was to find the discourses of students without barriers in an inclusive higher education. This research study used the textually orientated discourse analysis (TODA) as a technique for gathering data. A tape recorder was used as a supplement for information that might be forgotten. The audio recordings were transcribed, verbatim and later interpreted. The spoken word of the respondents was analysed with the aim of disclosing the ideology carried by the respondents. This study is able to conclude that students without barriers felt superior to physically disabled students, as they indicated in their dominant discourses. This implies that students without barriers are positioned with ideology and discourses in so far as their meaning construction of discourses are concerned. Based on the findings, the study recommends an inservice programme to help students without barriers to become aware of their discursive practices. The students without barriers should not allow negative stereotypes and misconception to prevent them from their discourses in inclusive higher education.
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Pele, Nyameko Victor. "Mediation of learning in business studies in the further education and training phase in the Lejweleputswa education district." Thesis, Welkom: Central University of Technology, Free State, 2014. http://hdl.handle.net/11462/679.
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Thesis (M. Ed. (Education )) - Central University of Technology, Free State, 2014This study investigates mediation of learning in Grade 10 Business Studies. Mediation of learning is one of the roles that have to be fulfilled by educators in the teaching and learning situation. Learning theories that focus on teaching and learning provide insight about the study under investigation. Aspects such as teaching, learning, constructivism, mediation of learning, teaching strategies, teaching and learning through different learning theories and assessment for learning are dealt with. A qualitative research design is employed in this study. Data is gathered through observations of Grade 10 Business Studies lessons and questionnaires completed by Grade 10 Business Studies educators. Purposive sampling is used to sample the participants for this study. Ten schools in the Lejweleputswa district and ten Business Studies educators from these schools are sampled. Data is analysed qualitatively and emerging trends are reported on and interpreted. Observations in the study indicated that most Grade 10 Business Studies educators do not implement mediation of learning in their lesson presentations. Learners are mostly passive listeners in the classrooms. Most educators indicated that they implement mediation of learning in their lessons, although observations portrayed the opposite. Educators are in need of training to be successful mediators of learning. Conclusions and recommendations are made regarding mediation of learning in Grade 10 Business Studies classrooms.
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'Malebese, Mot'selisi Lilian. "The relationship between parental support and self-regulated learning behavior of Grade 12 learners in Lejweleputswa." Thesis, [Bloemfontein?] : Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/183.
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Thesis (M. Education) -- Central University of Technology, Free State, 2013The purpose of the study was to investigate the relationship between parental support and self-regulated learning behaviour of grade 12 learners. The study investigated support given to self-regulated learning of grade 12 learners. It gathered both quantitative and qualitative data. The researcher adopted the QUAN-qual model, which is also known as explanatory design. In this model quantitative data are collected first and are more heavily weighted than qualitative data. The quantitative method investigated the relationship between parental support and grade 12 learners’ self-regulated learning behaviour. It also investigated how parental support contributed to learner self-regulated learning behaviour. Qualitative research design explained strategies schools used to encourage positive parental support in their children’s self-regulated learning. It also explained why parents did not offer their support to their children’s education despite the fact that the South African School Act of 1996 encouraged them to do so. The population included grade 12 teachers and learners, as well as learners’ parents from different secondary schools in the Lejweleputswa district. The researcher administered questionnaires to 118 teachers and 218 learners, while 6 parents were interviewed. Teachers and learners were handed relevant questionnaires aimed at their level of participation in the survey. For quantitative data analysis the chi-square test was employed to test whether there were relationships between the variables. The study revealed that there was statistical significant relationship between parental support and learners’ self-regulated learning behaviour. Qualitative data was analysed making use of different analytical concepts used to guide researchers in qualitative data analysis. Although learners may acquire effective self-regulated learning strategies on their own, proper guidance from parents and teachers is very crucial, especially in the early stages of learning. The study established that regular general parent’s meetings, each term, help to facilitate improved learner performance. Amongst others, the researcher recommended that schools should introduce incentive for parental involvement in school matters.
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Khoaeane, Tseliso J. "Challenges facing teachers with regard to the implementation of inclusive education in the Maseru district of Lesotho." Thesis, Bloemfontein : Central University of Technology, Free State, 2012. http://hdl.handle.net/11462/171.
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Thesis (M. Ed.)- Central University of Technology, Free State, 2012The aim of this study was to investigate the challenges that teachers face with regard to the implementation of inclusive education in the Maseru district of Lesotho. The skill, training of teachers, planning and the way in which inclusive education is implemented has a great impact on learners. In this study, a quantitative method using survey research design in the form of a semi-structured questionnaire was applied to collect data from randomly selected teachers in two districts of Lesotho, namely Lithabaneng and St. Bernadette. Questionnaires were used extensively because they provide an efficient way to obtain information about a wide range of research problems. The basic objective of the questionnaire was to obtain facts and opinions about a phenomenon from people who are informed on the particular issue. The research study revealed two most profound results. Firstly, that teachers are not properly trained and consequently experience serious challenges when teaching learners with special needs in an inclusive classroom. Secondly, that inclusive education is not properly implemented because the results show that most Lesotho school buildings do not accommodate children with physical disabilities. Furthermore, it became evident from the results of the study that implementation of inclusive education is not well monitored. The recommendations made in this study are that teachers need to be trained properly with regard to inclusive education and its implementation in Lesotho and for future construction of building structures by the Lesotho government ensures that provision is made for learners with special needs.
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Nkone, Mamakhetha Patricia. "The attitudes of some primary school educators in Mangaung township towards the implementation of inclusive education." Thesis, Bloemfontein : Central University of Technology, Free State, 2008. http://hdl.handle.net/11462/53.
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Liphapang, Maphoka Christina. "Inclusive education in the South African context : analysing how cultural diversity is accommodated in five former model c schools in Bloemfontein." Thesis, Bloemfontein : Central University of Technology, Free State, 2008. http://hdl.handle.net/11462/90.
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Thesis (Phd.) - Central University of Technology, Free State, 2008This study investigates whether five former Model C schools in Bloemfontein are inclusive of diverse cultures found among their learner population. In apartheid South Africa segregation on the basis of racial and cultural difference was policy. Therefore, post apartheid legislation and policies, coupled with the fact that inclusion is not always understood or welcomed where people are used to segregated systems necessitated this investigation. The study was qualitative in nature and Buskens-Meulenberg’s Free Attitude Interview (FAI) was used as a main source of data collection. Principals of the five former Model C schools that formed part of this study and three university students who are former Model C schools learners were interviewed using open ended questions. It was important to employ the Free Attitude Interview because it meant the interviewees were free to talk about anything they felt like, as long as it was within the framework of the starting question. Secondly, it allowed for reflection on the dominant discourse and also gave a voice to the dominated discourse. To arrive at the findings data was analyzed and interpreted using Fairclough’s Textual Oriented Discourse Analysis (TODA). This method of analysis allowed the researcher to look not only at the text of the interviews but also at their discursive practices. The following findings emerged from the data analysis. The general finding from the data collected from both the principals and students was that these schools expected learners from diverse cultural backgrounds to adapt to the existing ‘school culture’ which is white middle class. The curriculum delivery, staff provisioning, and everything within the schools was found to reflect ‘white middle class culture’. The interviews from both the principals and students indicated that instead of being inclusive of all learners these schools go out of their way to assimilate children from other cultures especially black children. While this is the case it is also clear that the two groups of respondents view this differently. To the white school principals this is an accepted and normal way consciously encouraged and promoted. On the other hand this is a sore point to the black students which led them to feel that they did not belong in these schools and left them with feelings of alienation. I therefore argue that in spite of the rhetoric endorsing equity, redress, justice and respect for difference including cultural diversity, little has changed in terms of educational outcomes. Young black children who go to these former Model C schools still face exclusionary practices despite the fact that these schools have been open to all racial groups and they are physically there. While I have taken care not to generalize from the findings, – since this was never the intention of the study - I nevertheless drew the conclusion that these schools are actually not inclusive of learners from diverse cultural backgrounds. Adhering to the ‘ethos’ of the school and thereby maintaining the status quo seems to be the main objective of the schools (principals). In-fact black learners in these schools continue to experience exclusion and explicit racism. The study concludes that power structures in these schools – management and governance -, curriculum and the way it is delivered and all other activities within the school are used to reinforce domination of the learners from cultural backgrounds other than that of the school. From the findings the study recommend that for these schools to be truly inclusive of learners from diverse cultural backgrounds the Department of Education should take a leading role in ensuring that transformation takes place in these schools and they become inclusive of all learners. For this nation to be a true rainbow nation the Department of Education should not leave the transformation of these schools to the School Management Teams and Governing Bodies. Recommendations on what schools themselves can do to ensure that they accommodate, acknowledge and reflect cultural diversity and as such are inclusive of all learners are also given. Furthermore suggestions for relevant future research, based on the findings are made.
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Mateusi, Maphaphi Clement. "Investigating teaching strategies that ensure the inclusivity of learners with physical and/ or mental impairments in Lesotho." Thesis, Bloemfontein : Central University of Technology, Free State, 2011. http://hdl.handle.net/11462/170.
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Thesis ( M. Ed.(Educational Management)) - Central University of technology, Free State, 2011The purpose of this study is to investigate teaching strategies that ensure the inclusivity of learners with physical and/or mental impairments in the mainstream schools in Lesotho. The intention being to equip educators with strategies that can be employed in order to address this didactical challenge at mainstream schools. The inclusion of impaired learners can be achieved only if teachers understand the purpose of inclusive education as defined by Van Rooyen and De Beer (2006) that inclusive education is an education system that ensures that all children learn and participate regardless of their disabilities. The study followed a mixed method approach, in the form of a survey, that is semi-structured questionnaire for teacher respondents while an observation coupled with informal discussion was utilized for the learner respondents. Population and sampling consisted of 211 teachers randomly drawn from 23 primary schools found in Berea and Maseru districts of Lesotho. The completed questionnaires were collected and analysed. The study found that there are challenges experienced by physically and/or mentally impaired learners with their teachers and peers. According to the findings of the research, Lesotho teachers in mainstream classes do not have enough training to work with impaired learners. Given this situation, it is not only recommended that the current group of teachers are re-skilled and re-trained through short courses and workshops, but also that teacher training colleges and university in Lesotho are encouraged to constantly review and update their programmes so that they are responsive to the professional needs of educators. Appropriate inclusive teaching strategies are also recommended to assist in addressing this challenge. Educators should be sufficiently supported by the para-professionals in order to make inclusive education successful. Government experts should work collaboratively with the Lesotho College of Education and the National University of Lesotho with regard to the attainment of these skills and competencies, in order to improve the work of the educators at schools. At school level, special educators should be hired in order to identify learners with impairments.
Book chapters on the topic "Inclusive education - Free State - Lejweleputswa"
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Gcelu, Ntombizandile, and Fumane P. Khanare. "Developing Inclusive, Collaborative Initiatives in Curriculum Delivery." In Advances in Educational Marketing, Administration, and Leadership, 68–77. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7168-2.ch005.
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While teaching and learning are underway, the world is still grappling with the COVID-19 pandemic and its impact on educational systems, particularly curriculum delivery across the globe, on both developing and developed countries. As a result, collaboration and partnerships with primary, secondary schools, and higher education institutions are more vital than ever. Unfortunately, many schools have yet to show real leadership when it comes to this. This chapter foregrounds the school management team voices to depict collaborative initiatives and ways to improve curriculum delivery in a rural context of two secondary schools in Free State, South Africa during the crisis. In so doing, the chapter considers collaborative initiatives that are inclusive and provide much-needed practical information for curriculum delivery and sustainable leadership.
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Arimoto, Miyuki, and Melissa Buis Michaux. "Community Partnership Through Transformative Justice." In Higher Education Accessibility Behind and Beyond Prison Walls, 281–301. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3056-6.ch011.
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In the Foreword to Gerard Robinson and Elizabeth English Smith's Education for Liberation volume on educational initiatives in prison, Newt Gingrich and Van Jones note that educational programs “do something powerful: they give hope and dignity to the incarcerated.” The authors wholeheartedly agree and while they recognize the importance of higher education programs that confer degrees and therefore credentials out in the free world, they find that education can be broadly understood in prison in ways that greatly enhance the hope and dignity of the incarcerated. In this chapter, they explore the creation of a Japanese-style healing garden at the Oregon State Penitentiary (OSP), a maximum security, 2,000-person male prison in Salem, Oregon. This prisoner-led initiative was a resounding success, despite all the odds against it, because it was animated by a philosophy of transformative justice that both prison administration and prisoners could believe in, and it embraced the need for meaningful and inclusive community partnerships.
Conference papers on the topic "Inclusive education - Free State - Lejweleputswa"
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Mantshiyane, Nomvuyo Joyce, Wendy Setlalentoa, and Pule Phindane. "ATTITUDES OF GRADE ONE EDUCATORS TOWARDS THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN CLASSROOMS AT BOTSHABELO SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end081.
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The provision for learners with disabilities has been part of a process and the development of an inclusive education system can be traced back to the nation’s founding document, the Constitution of the Republic of South Africa 108 of 1996. Creating an inclusive education environment is about celebrating diversity among learners and creating a welcoming culture where all learners are valued and made to feel that they belong. Inclusivity is about recognising that no two children are alike, and all children can learn. Most children with barriers to learning are accommodated in ordinary schools. Frequent causes of barriers to learning include discriminatory attitudes, labelling and discouragement. The study investigated Grade one educators’ attitude towards the implementation of inclusive education at selected Botshabelo Primary Schools in the Free State Province. The study adopted an interactive qualitative approach. The population comprised educators and principals from selected primary schools in Botshabelo. A non-probability selection of participants was used to randomly select educators and principals from five schools. Data were analyzed by means of thematic analysis. The results of the study revealed that there are different factors contributing to the attitudes of Grade one educators towards the implementation of inclusive education in classrooms, amongst others, untrained educators for inclusive education; unsuitable environment for the disabled learners with learning barriers; lack of resources for inclusive education and curriculum at the level of learners with learning barriers; lack of parental involvement; and classroom overcrowding. The results revealed solutions to the negative attitudes of Grade one educators towards the implementation of inclusive education in classrooms which include training educators for inclusive education; parental involvement in learner’s education; a suitable environment for disabled learners and those with learning barriers, consideration of learner-teacher ratio; availability of suitable resources for inclusive education; and availability of inclusive curriculum. The study recommends that educators should be developed professionally by being trained about inclusive education; parents should be involved to support educators and their children; the school environment and buildings should be free from hazards; and overcrowding in classrooms should be avoided.